Brief Reports: A Search for Reading Difficulties among Erred Word Problems

1977 ◽  
Vol 8 (3) ◽  
pp. 227-230
Author(s):  
J. Dan Knifong ◽  
Boyd D. Holtan
Keyword(s):  
School Children ◽  
Word Problems ◽  
Grade Level ◽  
Reading Ability ◽  
Reading Skills ◽  
Reading Difficulties ◽  
Decisive Role ◽  
Simple Arithmetic ◽  
Poor Reading ◽  
Weak Support

The most persistent assumption about children's difficulties with word problems is that reading plays a decisive role. This assumption is so embedded in professional thinking that it remains in spite of rather severe challenges and weak support (see Knifong & Holtan, 1976, for a review). It is acknowledged that if a child cannot read a problem, then he certainly cannot work it. It is further acknowledged that (a) it is possible to construct a word problem that can be solved by simple arithmetic operations but can be written in such a style that grade school children cannot decipher its meaning; and (b) a typical classroom will contain a few students, usually one or two, who are dramatically behind grade level in reading ability and probably other subjeets as well. The issue is not whether reading underlies success in word problems—that is assumed. Rather, the issue is whether poor reading skills typically contribute to failure, or whether failure is due to some other factor(s).

scholarly journals The use of pictorial media card to improve the initial reading ability of slow learner students

2020 ◽  
Author(s):  
Rahma Widyana ◽  
Nurani Sinta Dewi
Keyword(s):  
Reading Ability ◽  
Reading Skills ◽  
Slow Learner ◽  
Test Analysis ◽  
Poor Reading ◽  
Slow Learners ◽  
Group Design ◽  
Reading Abilities ◽  
Before And After ◽  
Initial Reading

This study determines the use of pictorial media to improve the initial reading ability of slow learners. The research hypothesizes that a significant increase in reading abilities will occur after receiving the pictorial cards as an intervention’s media. This study applies a pretest-posttest single group design. Wilcoxon’s test analysis showed that there were differences in initial reading ability scores before and after the intervention. The reading ability scores after using the pictorial card media were higher than before the intervention. Therefore, the pictorial media was able to improve the initial reading ability of slow learners based on this study’s samples of elementary students with poor reading skills.

Development of an Abbreviated Adult Reading History Questionnaire (ARHQ-Brief) Using a Machine Learning Approach

2020 ◽  
Author(s):  
Luxi Feng ◽  
Roeland Hancock ◽  
Christa Watson ◽  
Rian Bogley ◽  
Zachary Miller ◽  
...  
Keyword(s):  
Machine Learning ◽  
Reading Ability ◽  
Reading Skills ◽  
Reading Difficulties ◽  
Reading Disorder ◽  
Learning Approach ◽  
Future Directions ◽  
Machine Learning Approach ◽  
Adult Reading ◽  
Reading History

The Adult Reading History Questionnaire (ARHQ) is among the most commonly used self-reported questionnaires to screen adults to assess their reading history. High ARHQ scores indicate an increased likelihood that an adult had reading difficulties as a child, and that their children may develop reading disorder (RD). Although a variety of ARHQ-revised exist, whether using a subset of ARHQ items could be equally effective and hence more efficient has yet to be determined. We created an abbreviated version of the ARHQ, tilted the ARHQ-brief, that reduced the number of items down from 23 to 6, and compared its performance with that of the full ARHQ on reading skills in adults and their children. Data from 97 adults and 51 children were included. With the ARHQ-brief, we report a threshold of 0.323 as suitable to identify past RD in adults with a sensitivity of 72.4% and a specificity of 81.5%. Comparison of predictive performances between ARHQ-brief and ARHQ showed that ARHQ-brief explained an additional 10-35.2% of the variance in adult and child reading. Further, we validated ARHQ-brief’s outperformance to predict reading ability using an independent sample of 32 children. We close by discussing limitations and future directions.

scholarly journals Utilization of Imposed Structure: The Impact of Reading Competence and Grade Level

1980 ◽  
Vol 12 (1) ◽  
pp. 31-40
Author(s):  
Mark Grabe
Keyword(s):  
Cognitive Processing ◽  
Grade Level ◽  
Reading Ability ◽  
Reading Skills ◽  
Age Groups ◽  
Sixth Grade ◽  
Poor Readers ◽  
Important Material ◽  
Sixth Grade Students ◽  
The Impact

Fourth and sixth grade students grouped as good or poor readers were asked to read a story from a certain perspective or with instructions to read carefully. The ability to take a perspective, as measured by skill in differentiating important material on a highlighting task or in reproducing it on a later recall test, was present in both age groups. Reading skill was found to produce significant differences on both types of dependent measures. Further analysis indicated that reading ability differences in recall were related to, but could not be totally accounted for, by the ability to identify important material. A model is proposed claiming that poor readers are too overburdened by lower level reading skills to engage in this type of cognitive processing.

Word Problem Skits for the Deaf

1979 ◽  
Vol 27 (4) ◽  
pp. 14-16
Author(s):  
Norma G. Hernandez
Keyword(s):  
Elementary School ◽  
Word Problem ◽  
Mathematics Teaching ◽  
Word Problems ◽  
Reading Skills ◽  
The Other ◽  
Poor Reading ◽  
Elementary School Mathematics ◽  
Specific Teaching ◽  
Major Factors

In elementary school mathematics, teaching word problems is one task that causes as many difficulties for teachers as for students. Poor reading skills, lack of an adequate vocabulary, and lack of mastery of skills to perform the relevant arithmetic operations are often cited as major factors in students' inadequate and inappropriate attempts at solving word problems. On the other hand, teachers' lack of knowledge or familiarity with specific teaching strategies in mathematics may be major factors in students' unsuccessful attempts.

Profiling the Word Reading Abilities of School-Age Children with Neurofibromatosis Type 1

2020 ◽  
pp. 1-13
Author(s):  
Shelley S. Arnold ◽  
Jonathan M. Payne ◽  
Genevieve McArthur ◽  
Kathryn N. North ◽  
Belinda Barton
Keyword(s):  
Working Memory ◽  
Neurofibromatosis Type 1 ◽  
Reading Skills ◽  
Word Reading ◽  
Reading Difficulties ◽  
Neurofibromatosis Type ◽  
Receptive Language ◽  
Poor Reading ◽  
Reading Impairments

Abstract Objective: Reading difficulties are one of the most significant challenges for children with neurofibromatosis type 1 (NF1). The aims of this study were to identify and categorize the types of reading impairments experienced by children with NF1 and to establish predictors of poor reading in this population. Method: Children aged 7–12 years with NF1 (n = 60) were compared with typically developing children (n = 36). Poor word readers with NF1 were classified according to impairment type (i.e., phonological, surface, mixed), and their reading subskills were compared. A hierarchical multiple regression was conducted to identify predictors of word reading. Results: Compared to controls, children with NF1 demonstrated significantly poorer literacy abilities. Of the 49 children with NF1 classified as poor readers, 20 (41%) were classified with phonological dyslexia, 24 (49%) with mixed dyslexia, and 5 (10%) fell outside classification categories. Children with mixed dyslexia displayed the most severe reading impairments. Stronger working memory, better receptive language, and fewer inattentive behaviors predicted better word reading skills. Conclusions: The majority of children with NF1 experience deficits in key reading skills which are essential for them to become successful readers. Weaknesses in working memory, receptive language, and attention are associated with reading difficulties in children with NF1.

Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

2020 ◽  
Vol 5 (4) ◽  
pp. 1026-1038
Author(s):  
Sandra Levey ◽  
Li-Rong Lilly Cheng ◽  
Diana Almodovar
Keyword(s):  
Language Learners ◽  
Grade Level ◽  
Reading Skills ◽  
Language Disorder ◽  
Academic Development ◽  
Review Article ◽  
Evidence Based ◽  
Clinical Knowledge ◽  
Language And Literacy ◽  
Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

Question Wording Effects in the Assessment of Global Self-Esteem

2000 ◽  
Vol 16 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Martin Dunbar ◽  
Graeme Ford ◽  
Kate Hunt ◽  
Geoff Der
Keyword(s):  
Reading Ability ◽  
Factor Model ◽  
Self Esteem ◽  
Reading Scores ◽  
Poor Reading ◽  
Method Effect ◽  
Two Samples ◽  
Positive Item ◽  
Method Effects ◽  
Best Fit

Summary: Marsh (1996) produced evidence that method effects associated with negatively worded items might be responsible for the results of earlier factor analytic studies that reported finding positive and negative self-esteem factors in the Rosenberg Global self-esteem scale ( Rosenberg, 1965 ). He analyzed data collected from children using a 7-item self-esteem measure. This report details attempts to replicate Marsh 's analysis in data collected from two samples of adults who completed the full 10-item Global Self-Esteem (GSE) scale. The results reported here are similar to those given by Marsh in so much as a correlated uniquenesses model produced a superior fit to the data than the simple one factor model (without correlated uniquenesses) or the often reported two factor (positive and negative self-esteem) model. However, whilst Marsh reported that the best fit was produced by allowing negative item uniquenesses to correlate with each other, the model that produced the best fit to these data was one that contained correlated positive item uniquenesses. Supporting his claim that differential responding to negative and positive self-esteem items reflects a method effect associated with reading ability, Marsh also showed that factors associated with negative and positive items were most distinct among children who had poor reading scores. We report a similar effect among a sample of older adults where the correlation between these factors was compared across two groups who were selected according to their scores on a test of verbal reasoning.

ARE MIGRANT STUDENTS CLOSING THE GAP?

2021 ◽  
pp. 1-25
Author(s):  
Nicole Marx ◽  
Christian Gill ◽  
Tim Brosowski
Keyword(s):  
Grade Level ◽  
Reading Skills ◽  
Ad Hoc ◽  
Immigrant Students ◽  
Central Importance ◽  
Migrant Students ◽  
Data Points ◽  
Closing The Gap ◽  
Reading Subskills ◽  
Mainstream Students

Abstract Since 2015, increased numbers of newly immigrated schoolchildren in Europe have resulted in divergent, often ad hoc measures to provide for their education. Because the basis of classroom learning is information found in written texts, the development of grade-level reading skills is of central importance. However, little is known about immigrant students’ reading skills at and following transition, and no data is available for Germany, where the study was conducted. We report the results of a longitudinal study in which migrant students’ (N = 136) reading subskills after transition into mainstream were investigated at three points over the course of 2 years and compared to cohort performance (N = 517) in grades 7 through 9. Results showed that immigrant students performed significantly below mainstream students on all measures for all data points, with little evidence that they are beginning to close the gap even after several years in mainstream.

Patterns of Listening and Reading Skills in Visually Handicapped Students

1981 ◽  
Vol 75 (5) ◽  
pp. 215-218 ◽  
Author(s):  
Thomas A. Wood
Keyword(s):  
Predictive Value ◽  
Grade Level ◽  
Reading Skills ◽  
Residential Schools ◽  
Reading Scores ◽  
Verbal Intelligence ◽  
Listening Skills ◽  
Developmental Patterns ◽  
Visually Handicapped ◽  
Age Range

This study compared the developmental patterns of listening and reading skills of 71 visually handicapped students in the fourth, fifth, and sixth grades of four residential schools for the blind. Grade level, chronological age, intelligence, mode of reading, sex, socioeconomic status, and degree of visual impairment, were treated as predictor variables. Subjects were tested with the adapted version of the Durrell Listening-Reading Series. The results indicated that tested verbal intelligence accounted for most of the variance in listening and reading scores and had greater predictive value for listening than for reading. The other variables had little or no predictive value for either listening or reading. Furthermore, the development of listening skills was found to be stronger than reading skills at each grade level, and listening remained the superior mode across the age range.

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